Thank you with gratitude EDS113!

Thank you with gratitude EDS 113!

With the grateful regards, I thank you all, my dear colleagues, group mates, classmates, friends and Professor Malou, for the great opportunity that I got from EDS 113 Principles and Methods of Assessment to learn the different type of assessment that will be beneficial to use in my personal and career life.

I have learned that one of the major factors to check the goals by using the assessment strategy, same with checking the students learning on how far they achieved from the learning objectives. Likewise, setting learning objectives not only applicable in school but also in personal life. Goal setting is a powerful process for thinking about our ideal future, and for motivating ourselves to turn our vision of this future into reality. Setting personal objectives help us choose where we want to go in life and knowing precisely what we want to achieve and where to concentrate our efforts. Why do we need to set goals? Because, setting goals gives long term vision and short term motivation. It focuses our acquisition of knowledge, and helps us to organize our time and resources so that we can make the very most in our life. We can measure and take pride in the achievement of our goals and this will be able to raise our self-confidence as we recognize our own ability and competence in achieving the goals that we have set.

There are times that we need to measure our achievements by high-stakes testing cause’s damage to our personality and education. Likewise, many students do not have a fair opportunity to learn the material on the test because they attend poorly-funded schools with large class sizes, too many teachers without subject area certification, and inadequate books, libraries, laboratories, computers and other facilities. These students are usually from low-income families, and many also suffer problems with housing, nutrition or health care. High-stakes tests punish them for things they cannot control. Grade retention has repeatedly been proven to be counterproductive. This will reflect to failure and mistake in assessment.

This subject enlighten me that we are responsible for our mistakes and failure and we need to be strong and set as example to the students on how we face failures and mistakes. Personally, I didn’t matter if I received a few hundred no’s, just as long as I received one yes. Students need to understand the same. Rejection, when looked at positively, can help us work harder in an effort to succeed. The reality is that when we do not prepare students for failure we are doing our students a difficulty. They must learn resiliency and how to move forward in the face of failure.

As an educator someday, we need to recognize that the problem for students is not that they make mistakes. The real problem is that teachers don’t use those mistakes to allow and promote learning. Because shame is currently attached to mistakes, students are afraid to take chances, explore, and think for themselves. As a clear example of how damaging this view can be, look at the face of most gifted and talented programs. In far too many schools, the students in these classes are not the most creative risk takers or unique thinkers. They are the students who scored the highest on standardized tests. Therefore, we label as gifted or talented the students who make the fewest mistakes. I believe that it’s a mistake to think of mistakes as something bad. When mistakes become learning opportunities, everything changes. Failure comes in many forms. It happens when students or educators try something new and it doesn’t work out the way they thought. These situations are a perfect time to learn how to deal with failure, or even better, teach students how to work through it. Failure can offer great learning lessons for us all if we choose to approach it with a positive attitude.

I have learnt a lot, not only assessing the students learning but also the way how to set my objectives in life which is considered a road to my goal and how failure affects students’ performance and behavior.

To my group no. 8, Miss Aimee Camino and Sir Alexander Avellanosa, Thank you for productive collaboration in our assignment 1 and 2. Even though, we have not seen each other but we value our phone conversations, face book group chat, email and discussion forum. I hope to see you someday.

Parents Participation in Assessment process

Parents Participation in Assessment process

Regardless of the age of the child, we have two major responsibilities in the area of assessment. The first is to actively participate in making decisions about which types of information are needed. The second is to assist the assessment professional in obtaining the most comprehensive information about our child, the visual condition, and the changes that we have seen over the years in our child’s functioning.

Administrators Initiatives in intervention programs for young children have strongly recommended that parents be involved in the assessment process. This is to contribute toward a more accurate diagnosis of and prescription for the developmental progress of the child. Child assessment has been an area in which the specialist retains strong professional control but a focus on parental involvement in assessment today is timely for ethical, theoretical and practical considerations where the parental role can be expanded.

It is extremely helpful to provide the assessment professional with specific questions or concerns that we may have about our child. For example, do we feel that the developments of daily living skills are not progressing as rapidly as we had hoped? Are we pleased about the way our child interacts with adults, but concerned about social interactions with peers? Do we see signs of increasing social withdrawal as your child become older? Specific questions can assist in planning the assessment not only in terms of types of evaluations requested, but also in the selection of a specific test to be used.

Schools gave students and their parent’s useful and relevant information about the assessment processes they used. Students and parents understood how the school was working to meet the child’s interests, aspirations and learning needs. It is important the partnership between family and school to enhance through common understanding about the school’s assessment processes.

It is often difficult for us, parents to see the advantages of formalized assessment in addition to that conducted in the classroom. The assessments are sometimes seen as a way to add undesired additional incapacities and part of a biased process that further increases the isolation of our child. It is important that teachers make a realistic appraisal of the advantages of the assessment process. Although parents often fear the possibility of the identification of additional incapacities, a more critical fear is that additional disabilities or specific needs will NOT be identified. The key to finding the strategies is quality assessment data that will identify specific strengths and needs as well as the presence of additional incapacities. Quality assessment should result in instructional changes. Whether these changes are based upon an objective statement of strengths and needs or additional incapacities, the ultimate outcome should be better instruction for our child.

Assessment should not be an evil to be avoided but an integral part of our child’s instructional program. Our responsibility as a parent is to ensure as much as possible that it is a quality assessment. What would be considered a quality assessment? Well, we have our different views in looking into a quality assessment but we could be considered that the individual completing the assessment has received information about the visual conditions as well as the educational implications, reports identifies specific strength and needs of the students. Recommendations are made to ensure continued growth toward independence for our child. Continuous improvement of our child may result into difficulty which is associated with the adjustments that are made in the assessment process. Both inadequate as well as excessive adjustments can make assessments less meaningful. The goal of all involved in the assessment process is to determine if changes can be made in a meaningful manner and to ensure that such adjustments are made appropriately.

To have a mutual understanding and combined goal for the child’s development, child assessment information must be made clear and meaningful to teacher and parents. Teacher need to help parents understand what the assessment information means about their child’s learning and development. Parents need to help teacher understand assessment information in bright of their observations of their child at home and in other settings. This is the ways to ensure that child development information is meaningful to parents for the purpose in helping the parents understand what assessment is, and that the goal of assessment is to support a child’s progress by informing the teacher and parent about different approaches to enhancing their child’s learning and development and parents to understand what the next stage of learning will be, so they can anticipate and look to support that next stage.

“Working with teachers in early childhood education for the benefit of all children often followed on from parents working with teachers for the benefit of their own child.”

 

 

http://www.nzcer.org.nz/system/files/15120.pdf

http://parenthood.library.wisc.edu/Graue/Graue.html

http://www.asian-nursingresearch.com/article/S1976-1317(16)00011-6/pdf

http://www.educationworld.com/a_curr/profdev/profdev124.shtml